AGE AND INTELLIGENCE ACROSS THE ADULT LIFE SPAN in .NET

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AGE AND INTELLIGENCE ACROSS THE ADULT LIFE SPAN
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so than Schaie s (1984) belief in the maintenance of various intellectual abilities. V-IQ was maintained and P-IQ was vulnerable, consistent with previous research involving the WAIS-R, WAIS, and other measures. Table 5.8 shows education differences from age to age, as well as both the unadjusted and education-adjusted mean V-IQs, P-IQs, and FS-IQs for each age group between 20 24 and 85 89 years. Figure 5.3 presents the strikingly different age-related patterns for V-IQ versus P-IQ from ages 16 17 through 85 89 years (unadjusted means for ages 16 19, education-adjusted means for ages 20 89). V-IQ was basically maintained throughout the life span, declining only during the 80s and dipping as low as 96 only at ages 85 89. In contrast, P-IQ peaked in young adulthood, then declined steadily and dramatically across the age range (especially at ages 45 and above); education-adjusted mean P-IQs
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were below 80 for adults in their 80s. On the Verbal Scale, education-adjusted mean V-IQs were lowest at ages 85 89, but note in Table 5.8 that the values for adults in their 80s were closely similar to the values for young adults ages 20 24. From Figure 5.3, it is evident that the adjusted means for 85- to 89-year-olds were comparable in magnitude to the unadjusted mean for ages 18 19 and substantially higher than the mean for ages 16 17. The familiar P-IQ decline is especially noteworthy in view of the exclusion from the standardization sample of many low-functioning adults, that is, those with known or suspected memory/cognitive disorders. The decline in mean P-IQ is evidently real and not an artifact of having increasing numbers of patients in older age groups. However the observed declines are probably lower-bound estimates of the true declines that exist within the adult population.
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TABLE 5.8
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Education level and mean WAIS-III IQs of each standardization age group (mean IQs adjusted for educational attainment are in parentheses) Age Group 20 24 25 29 30 34 35 44 45 54 55 64 65 69 70 74 75 79 80 84 85 89 Percent High School Dropout 15.0 14.0 14.0 9.5 17.5 26.5 32.0 31.5 34.0 49.3 50.0 Percent College Graduate 11.0 23.5 23.0 29.0 25.0 18.0 14.0 14.0 13.5 11.3 12.0 Mean WAIS-III IQs Verbal 97.1 (98.1) 99.4 (99.5) 101.0 (100.9) 102.4 (101.2) 103.8 (104.4) 98.9 (102.1) 98.2 (102.9) 97.1 (101.1) 96.0 (100.3) 91.4 (97.8) 89.8 (96.3) Performance 99.4 (100.0) 99.9 (99.9) 98.4 (98.4) 97.3 (96.3) 91.8 (92.4) 86.3 (89.0) 80.9 (84.8) 78.8 (82.3) 76.2 (79.7) 72.9 (78.2) 69.9 (75.9) Full Scale 98.5 (99.4) 99.9 (100.0) 99.9 (99.9) 100.1 (98.9) 99.0 (99.7) 93.8 (97.0) 90.2 (94.9) 88.7 (92.8) 86.8 (91.1) 81.0 (87.4) 78.6 (85.3)
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NOTE: Percentages of high school dropouts and college graduates for the WAIS-III standardization sample are from The Psychological Corporation (1997, Table 2.6). Mean WAIS-III IQs for all ages are based on sums of scaled scores for ages 20 34. Education-adjusted IQs (values in parentheses) are adjusted to match the educational attainment of adults ages 25 34. Mean IQs and adjusted IQs are from Kaufman (2001). Standardization data of the Wechsler Adult Intelligence Scale: Third Edition. Copyright 1997 by The Psychological Corporation. Used by permission. All rights reserved.
142 PART II INDIVIDUAL DIFFERENCES ON AGE, SOCIOECONOMIC STATUS, AND OTHER KEY VARIABLES
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WAIS-III Educ. Adjusted IQ
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Verbal IQ Performance IQ 16-17 18-19 20-24 25-29 30-34 35-44 45-54 55-64 65-69 70-74 75-79 80-84 85-89 Age Group
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Mean reference group (ages 20 34) WAIS-III Verbal and Performance IQs, by age, for adults ages 16 17 to 85 89 years, adjusted for educational attainment (values for ages 16 19 are unadjusted).
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SOURCE: Standardization data of the Wechsler Adult Intelligence Scale: Third Edition. Copyright 1997 by The Psychological Corporation. Used by permission. All rights reserved. Reprinted from Kaufman (2001) with permission.
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Figure 5.4 (Verbal IQ) and Figure 5.5 (Performance IQ) compare the results of cross-sectional analyses of the WAIS-III with the WAIS-R (Kaufman et al., 1989), including Ryan and Paolo s extension of WAIS-R data to elderly samples ages 75 and older (Paolo & Ryan, 1995; Ryan, personal communication, March, 1998; Ryan, Paolo, & Brungardt, 1990; Ryan, Paolo, & Dunn, 1995). The WAIS-III and WAIS-R educationadjusted results are congruent for P-IQ across the 20- to 89-year range but not for V-IQ. The P-IQ results suggest a generation-to-generation continuity in the observed decline in nonverbal intelligence with increasing age. The most important difference in the education-adjusted V-IQ graphs for WAIS-R versus
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WAIS-III concerns their different shapes, denoting different ages of peak performance. Peak performance was at about age 60 (ages 55 64) on the WAIS-R and peaks in the 60s have been reported by Horn (1989) and colleagues (Horn, Donaldson, & Engstrom, 1981; Horn & Hofer, 1992; Horn & Noll, 1997). However, an earlier peak emerged for the WAIS-III, a decisive elevation at ages 45 54. Heaton and colleagues WAIS-III analyses for five-year age intervals (Heaton et al., 2001; Manly et al., 2000) make it clear that the elevation is for ages 45 49, not 50 54 years. The WAIS-III results for V-IQ probably reflect a real generational change. Horn s conclusions are based on WAIS and WAIS-R Verbal IQ
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